• Report

Financing school-based and idara-based management: Policy options and suggestions

Citation

Healey, F., & Crouch, L. (2007). Financing school-based and idara-based management: Policy options and suggestions. Unknown Publisher.

Abstract

In order to improve public sector service delivery, and to engage it citizenry more in decision-making processes that directly affect their lives, the Government of Egypt has embarked on upon a major decentralization initiative. ... Fundamental to the success of the Ministry of Education’s efforts is the concomitant decentralization of education finance. USAID, through its ERP project, made available to the Ministries of Education
and Finance the services of two international consultants both with experience in decentralized education finance. The two consultants were tasked to interact with experts from both ministries to develop jointly an approach for an experimental education financing arrangement in certain pilot idaras. … An asymmetric approach, where authorities and responsibilities are decentralized or allocated to lower units based on
their capacity to implement, is proposed ... The approach also proposes that the amount of resources devolved should be sufficient enough to stimulate demand for capacity building. Efforts are made in trying to get resources, or at least a sense of entitlement to resources, as close to the school as possible. [One of the ideas is to] … decentraliz[e] non-personnel recurrent (NPR) resources both to the idara and school levels … Performance bonuses are seen as a critical aspect of improved system-wide
performance, but they should not be folded into the formula funding mechanism. So too for the capital construction needs of the system – it does not lend itself well to formula funding. However, both teachers and non-teachers would be allocated on a formula basis – the use of staffing norms. For teachers, the formula would be based largely on enrolment, tied to level/grade specific standards for such factors as pupil-class ratios,
timetables, and teacher work loads. Level/grade standards for the pupil-class ratio can vary to accommodate the realities of sparsely populated rural areas. (Healy and Crouch, 2007, pp. 2-4)